(SKKN 2022) Conditional Sentences with types of exercises and motivational ways of doing them

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NGUYEN THI LOI HIGH SCHOOL EXPERIENTIAL INITIATIVE The title : CONDITIONAL SENTENCES WITH TYPES OF EXERCISES AND MOTIVATIONAL WAYS OF DOING THEM Teacher : Cao Thị Thủy Subject : English THANH HOA , 2022 Page TABLE OF CONTENTS Introduction ………………………………………… …… ……… … 1.1.Rationale…………………………………………………… … ………… 1.2.Aims of the study…………………………………………………………….1 1.3 Object of the study ……………………………… …… …… …….… 1.4 Methods of the study………………………………………………… … .1 The contents of experiential initiative……………………………………… 2.1 The theoretical basis of experiential initiative……………………….….….2 2.1.1 Definition of conditional sentence ……………………………………… 2.1.2.Types of Conditional Sentences in English………… ………………… Conditional Sentence type 1: Form , inversion and usage……………………2 Conditional Sentence type : Form , inversion and usage……………….……3 Conditional Sentence type : Form , inversion and usage………… ….….…3 Mixed conditionals : Form , inversion and usage……………………4 2.1.3.Conditionals can be introduced with other expressions instead of “if” … 2.1.4 Types of exercises and the motivational ways of doing them………… Form : Give the correct form of the verbs in brackets……………………… Form : Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions………………………………6 Form 3: Rewrite the following sentences, beginning with the words provided Form : Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions………….8 Form : Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions Form : Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions…… 11 2.2 The state of the problem before applying experiential initiative at Nguyen Thi Loi high school…………………………………………………… …… 12 2.2.1 Advantages………………………………………………………… … 12 2.2.2.Disadvantages………………………………………………….…… ….12 2.3 Solutions to overcome the problems…………………………… …….….12 2.3.1 For teachers……………………………………………………… ….12 2.3.2 For students……………………………………………………… …12 2.4 The effectiveness of experiential initiative for educational activities ,myself , collegues and the school………………………………………………… ….13 Conclusion and suggestions….…… ……………………… …………… 15 3.1.Conclusion ……………………………………………… … …15 3.2.Suggestions……………………………………………… …… ……… 15 References…………………………………………………… … ……….….16 EXPERIENTIAL INITIATIVE The title : CONDITIONAL SENTENCES WITH TYPES OF EXERCISES AND MOTIVATIONAL WAYS OF DOING THEM INTRODUCTION 1.1 Rationale According to the guidelines of the Ministry of Education and Training, from the academic year of 2006, implementing the form of multiple-choice tests for English subjects at the high school graduation exams and university and college exams nationwide With this form of examination , in the current high school English program, the conditional sentence is a very important part of knowledge in the graduation exams and university and college exams However, students often have confusion about the usage of conditional sentences and expressions instead of if Therefore, in order to well on multiple-choice exercises about conditional sentences, students need to understand the problems Basically, relating to conditional sentences, and changing written exercises into multiple choice exercises , students need to master the knowledge and some tips to exercises effectively Before that situation, I choose the topic “Conditional Sentences with types of exercises and motivational ways of doing them” 1.2.Aims of the study - Helping students master the form and use of types of conditional sentences - Helping students understand the problems relating to types of conditional sentences - Helping students types of exercises well 1.3 Objects of the study - Types of conditional sentences and the problems relating to them such as form, inversion, usage and expressions instead of if - Types of exercises about conditional sentences 1.4 Methods of the study To achieve the aims of the study, the study uses : - research method of building theoretical basis I use this method to list some structures, inversion ,usage, and expressions instead of if - methods of analysis and data processing I use this method to clarify the nature of English conditional sentences - descriptive and comparative methods I use this method to distinguish the types of English conditional sentences THE CONTENTS OF EXPERIENTIAL INITIATIVE 2.1 The theoretical basis of experiential initiative Regarding this topic, in the theoretical section I will mention some of the following: [1] - Definition of conditional sentences - Types of conditional sentences - Conditionals can be introduced with other expressions instead of “if” 2.1.1.Definition of conditional sentences [2], [6] - Conditional sentences are used to state a hypothesis about an event, which is possible only when the said condition occurs Conditional sentences consist of two parts (two clauses): [6]  The clause stating the condition (also known as the IF clause) is a subordinate clause or a conditional clause  The result clause is the main clause EX : If it rains , I will stay at home (If clause – main clause) - Two clauses in a conditional sentence can be interchanged: if the main clause comes first, there should be no comma between the two clauses, otherwise, there must be a comma in between two clauses Example: You will pass the exam if you work hard => If you work hard, you will pass the exam 2.1.2.Types of Conditional Sentence in English [4] ,[5] * Conditional Sentence type : Real situations in the present or future Form , inversion and usage [4] ,[5] Form If clause , main clause Ìf + S + V(present), S + will /shall/can/may + V - If Martin gets the job , he will move to Oxford Usage Real or probable situations in the present or future Ìf + S + V(present), S + V( present simple) - If you mix blue and yellow , you get green Gereral truths(if = when,whenever) Ìf + S + V(present), V + (0) - If you miss the train , take the bus Instructions or commands Ìf + S + should +V , S + will /shall/can/may + V If there is only a slight possibility of somthing happening -If it should rain tonight , I will stay at home 5 Ìf + S + should +V , V + (0) - If Mary should see you , give her my best regards Inversion Should + S + V , S + will /shall/can/may + V V + (0) -Should Mary see you , give her my best regards If can be omitted , Should come before the subject Note : If – clause either precede or follow the main clause If they precede the main clause , we separate them with a comma EX : If you eat a lot sweets, you’ll gain weight But : You’ll gain weight if you eat a lot sweets *Conditional Sentence type : Unreal situations in the present Form , inversion and usage [4] ,[5] Form Usage If clause , main clause Ìf + S + V(past), S + would /could/ might + V -Unreal or imaginary - If he were still living with his parents , he would be situations in the able to save more money present - If I won a lot of money , I would spend most of it -Events that are travelling round the world unlikely to happen in the future Ìf +S +were +N /Adj ,S+would /could/ might + V -Were is used with all - She wouldn’t get bad marks if she were studious persons in formal English - If I were you , I wouldn’t argue with my empluer -To give advice Inversion Were +S+ N /Adj/To V ,S+would /could/ might + V If can be omitted , -Were I your brother , I would go abroad Were come before the -Were she taller , she could become a model subject -Were I to win a lot of money , I would spend most of it travelling round the world *Conditional Sentence type 3: Unreal situations in the past Form , inversion and usage [4] ,[5] Form If clause , main clause Ìf + S + had+ S + would /could/ might + have + pp - If If I had known tour phone number , he would have called you If +S +had + been + V-ing , S+would /could/ might + heve + pp - If Sue had been driving slowly , she wouldn’t have had an accident - If I had been more careful , I would have passed the driving test Usage -To express actions that did not happen in the past -To express regret Inversion -Had+S+(not)+pp,S +would /could/ might+have + pp If can be omitted , EX : Had you arrived earlier , you would have met Had come before the my grandmother subject - Had+ S + (not)+ been + V-ing , S+would /could/ might + heve + pp EX : Had Sue been driving slowly , she wouldn’t have had an accident * Mixed conditionals : Form , inversion and usage[4] ,[5] Mixed conditionals not follow the tense rules strictly , we can make combinations according to the context Form If clause , main clause Usage 1.Ìf +S+V (past) ,S +would /could/ might +have + pp -Combination between - If I had a car , I would have picked you up from yhe conditional sentence airport type and conditional sentence type Ìf +S+had +pp ,S +would /could/ might +V -Combination between - If you had taken some aspirin , you would feel conditional sentence better now type and conditional sentence type Inversion If can be omitted , Had + S + pp ,S +would /could/ might +V Had come before the subject 2.1.3 Conditionals can be introduced with other expressions instead of “if” [3],[4] Other words instead Examples of “if” Unless (=If not ) Unless you hurry, you’ll miss the bus - As long as - so long as - provided(that) - providing (that) - On condition (that) (=Only if ) In case -You can borrow my camera as long as you promise to handle it with care -You can visit me anytime provided / providing (that) you call me in advance -On condition (that) she passes her exam , her parents will let her go to Italy for the holiday I’ll buy some mineral waterin case in case I get thirsty But for + N = If it hadn’t been for+N or If it weren’t for +N -But for the rain ,we would have enjoyed the picnic - If it hadn’t been for your map, we would have lost our way - If it weren’t for your help , I couldn’t finish this assignment Or else = Otherwise Hurry up , or else we will go - Suppose - Supposing (= imagine if) Even if Suppose / supposing the lights went out , what would you ? Whether With + N Without + N He wouldn’t talk about hjis plans even if you begged him to Whether he agrees with me or not is not important to me With your help ,I could finish this assignment Without your help ,I couldn’t finish this assignment 2.1.4 Types of exercises and motivational ways of doing them *Form : Give the correct form of the verbs in brackets [5] If I (study)…………, I (pass) …………the exams If the sun (shine)……… , we (walk) ……… into town If she'd had enough money, She (buy) ……………………… a car I (see) ………….… him if I (go) ……………… to the party last night 5 You would be very surprised if he (return)…………… Unless she ( hurry ) , she will be late for school Step : Perform the following steps  Ask students to learn the form of conditional sentences by heart  Ask students to identify the type of conditional sentences by verbs in if clause or main clause or in the context  Look at the table below to identify whether the sentence belongs to conditional sentences Conditional sentences Words instead of “if” Unless (=If not ) As long as so long as provided(that) providing (that) On condition (that) (=Only if ) Types 1,2,3 and mixed In case condition But for + N= If it hadn’t been for +N / If it weren’t for +N Or else = Otherwise Suppose / supposing (= imagine if) Even if Whether With + N Without + N  Ask students to attend the meaning of the sentence Step 2: Give the corect form of the verbs study 2.will walk would have bought had seen-would gave gone returned hurries *Form : Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions , he would have been able to pass the exam A If he had been studied more B Had he studied more C If he studied more D If he studies more If taller, I might be better at basketball A I am B I were C I had been D were I the book, please return it to me A Should you find B You find C Were you to find D.If you found If she sick, she would have been to the party with me A wasn’t B hadn’t been C hasn’t been D weren’t 5) If you make the dinner, I………… the drinks A buy B would buy C will buy D had bought 6) You can borrow the book so long as you it at home A.return B.returned C had returned D.returns Step : Perform the following steps  Ask students to learn the form by heart  Ask students to identify conditional sentences by verbs in if clause or main clause or in the context  Look at the table below to identify whether the sentence belongs to conditional sentences Conditional sentences Word instead of “if” Unless (=If not ) As long as /so long as/ provided(that) / Types 1,2,3 and mixed providing (that) / condition On condition (that) (=Only if ) In case But for + N= If it hadn’t been for +N / If it weren’t for +N Or else = Otherwise Suppose / supposing (= imagine if) Even if Whether With + N Without + N  Ask students to attend the meaning of the sentence Step 2: Choose the best option 1.B 2.B 3.A 4.B 5.C 6.A * Form 3: Rewrite the following sentences, beginning with the words provided [2] 1.If she does not hurry, she will be late for school ->Unless 2.Work hard or you'll fail the exams -> Unless _ 3.Jack was late to the meeting because his watch was slow -> If 4.Work hard or you'll fail the exams ->If _ 5.We don't live in a big city, so we can't easily get access to the Internet ->If Step : Perform the following steps  Ask students to learn the form by heart  Ask students to identify conditional sentence by verbs in if clause or main clause or in the context  Look at the table below to identify whether the sentence belongs to conditional sentences or the situation is at the present or in the past  Guide the students : If the situation is at the present , use conditional sentence types 2, If the situation is in the past, use conditional sentence types Conditional sentences Word instead of “if” - Unless (=If not ) -As long as /so long as /provided(that) / providing (that) / Types 1,2,3 and mixed On condition (that) condition (=Only if ) -In case -But for + N= If it hadn’t been for +N / If it weren’t for +N -Or else = Otherwise -Suppose / supposing (= imagine if) -Even if -Whether -With + N -Without + N  Ask students to attend the meaning of the sentence Step 2: Rewrite the following sentences 1.Unless she hurries , she will be late for school Unless you work hard , you'll fail the exams 3.If Jack's watch hadn't been slow, he wouldn't have been late to the meeting 4.If you don’t work hard , you'll fail the exams If we lived in a big city, we could easily get access to the Internet * Form : Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions 1.But for his father's early retirement, Peter would not have taken over the family business A His father retired early, but Peter still ran the family business B Peter's father didn't want him to take over the family business despite his retirement C Peter only took over the family business because his father decided to retire early D Peter didn't take over the family business because his father didn't retire 2.He is very slow, so we won’t give him such an important task A.Unless he weren’t slow, we would give him such an important task B If he were slow, we wouln’t give him such an important task C But for his slowness, we would give him such an important task D Without his slownessly, we would give him such an important task 3.He didn't hurry, so he missed the plane A If he hurried, he wouldn't miss the plane B If he had hurried, he wouldn't have caught the plane C If he had hurried, he could have caught the plane D He didn't miss the plane because he was hurried 4.If only you had told me the truth about the theft A Had you had told me the truth, there wouldn’t have been the theft B You only told me the truth if there was a theft C Only if you has told me the truth about the theft D You should have told me the truth about the theft Step : Perform the following steps  Ask students to learn the form by heart  Ask students to identify conditional sentence by verbs in if clause or main clause or in the context  Look at the table below to identify whether the sentence belongs to conditional sentences or the situation is at the present or in the past Especially , students notice the words instead of if Conditional sentences Word instead of “if” - Unless (=If not ) -As long as /so long as /provided(that) / providing (that) / Types 1,2,3 and mixed On condition (that) condition (=Only if ) -In case -But for + N= If it hadn’t been for +N / If it weren’t for +N -Or else = Otherwise -Suppose / supposing (= imagine if) -Even if -Whether -With + N -Without + N  Ask students to attend the meaning of the sentence Step 2: Give the corect option 1.C 2.C 3.C 4.D * Form : Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the following questions 1.They didn't have breakfast That's why they are hungry now A If they had had breakfast, they wouldn't have been hungry now B If they had breakfast, they would have been hungry now C If they had had breakfast, they wouldn't be hungry now D If they had breakfast, they wouldn't be hungry now 2.He wasn't wearing a seat-belt He was injured A If he hadn't been wearing a seat-belt, he wouldn't have been injured B If he had been wearing a seat-belt, he wouldn't have been injured C It he had been wearing a seat-belt, he would have been injured D If he had been wearing a seat-belt, he wouldn't be injured 3.The bag was heavy, so we could not take it with us A If the bag was not heavy, we would take it with us 10 B Had the bag not been heavy, we would have taken it with us C If had the bag not been heavy, we would have taken it with us D Unless the bag had not been heavy, we would have taken it with us 4.You don't try to work hard You will fail in the exam A Unless you try to work hard, you will fail in the exam B Unless you don't try to work hard, you will fail in the exam C Unless you try to work hard, you won't fail in the exam D Unless you try to work hard, you will fail in the exam 5.You can stay in the flat for free, you pay the bills A Whether you pay the bills or stay in the flat, it is free B Without the bills paid, you can stay in the free flat C Unless the flat is free of bills, you cannot stay in it D Provided you pay the bills, you can stay in the flat for free Step : Perform the following steps  Ask students to learn the form by heart  Ask students to identify conditional sentence by verbs in if clause or main clause or in the context  Look at the table below to identify whether the sentence belongs to conditional sentences or the situation is at the present or in the past Especially , students notice the words instead of if to choose the meaningful sentences Conditional sentences Word instead of “if” Types 1,2,3 and mixed - Unless (=If not ) condition -As long as /so long as/provided(that) / providing (that) /On condition (that) (=Only if ) -In case -But for + N= If it hadn’t been for +N / If it weren’t for +N -Or else = Otherwise -Suppose / supposing (= imagine if) -Even if -Whether -With + N -Without + N  Ask students to attend the meaning of the sentence Step 2: Give the corect option 1.C 2.B 3.B 4.A 5.D 11 * Form : Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions When doing the test, students only need to choose the wrong answer, but in the classroom, when doing exercises the teacher asks ,the students have to find the wrong answer , then correct it 1.If a drop of oil is placed in a glass of water, it would float to the top A B C D 2.What you if you won the first prize of the lottery? A B C D If Peter had been more careful, he wouldn’t break the camera I lent him A B C D Roger wouldn’t have made such a lot of mistakes if he hasn’t been so tired A B C D If I were you, I will go to the dentist’s and have the tooth checked A B C D Step : Perform the following steps  Ask students to learn the form by heart  Ask students to identify conditional sentence by verbs in if clause or main clause or in the context  Look at the table below to identify whether the sentence belongs to conditional sentences and which type  Find the mistakes and correct them Conditional sentences Word instead of “if” - Unless (=If not ) -As long as /so long as/provided(that) / providing (that) /On condition (that) Types 1,2,3 and mixed (=Only if ) condition -In case -But for + N= If it hadn’t been for +N / If it weren’t for +N -Or else = Otherwise -Suppose / supposing (= imagine if) -Even if -Whether -With + N -Without + N  Ask students to attend the meaning of the sentence 12 Step 2: Give the corect answer 1.C 2.A 3.C 4.C 5.B 2.2 The state of the problem before applying experiential initiative at Nguyen Thi Loi high school 2.2.1 Advantages Although the students’ input is still weak and directly affects the teaching process , we know how to overcome those difficulties and gradually improve the quality of English grammar lessons to meet the purpose of the programme * For teachers Initially approached using innovation teaching methods : - Good coordination of teaching techniques - Creating many teaching aids suitable to the content of the lesson has been hightly effective - Most teachers are proficient in using modern teaching aids such as video player, projectors… * For students: - They have been familiar with grammar since they were in secondary school, many of them know how to these exercises quite well - Most of the students have done the lessons with simple grammar content 2.2.2 Disadvantages: Besides the advantages, both teachers and students have some disadvantages * For teachers Some teachers still not have a teaching method or if it is, that method is not suitable for students, which leads to students not understanding the lesson * For students: - They have limited English vocabulary - Some children are still shy and lazy to study because they think they can't learn or think that even if they try, they won't get better - Some students donot identify the purpose of the study and try to improve 2.3 Solutions to overcome the problem To overcome the limitations requires not only English teachers but also students to master the types of conditional sentences as well as the structures , usage and expressions instead of if in use and study 2.3.1 For teachers Learning, researching and refering documents relate to conditional sentences constantly Regularly study types of exercises in the form of conditional sentences in order to classify them systematically , thereby finding the most appropriate methods of teaching conditional sentences for studens , especially average and week students Accumulate experience, exchange with friends and collegues about conditional sentences to enrich English expressions 13 2.3.2 For students In order to master accumulate experience, exchange with friends and colleagues about conditional sentences to enrich English expressions Use conditional sentences often in both written and spoken language to achieve a certain level of English communication To master conditional sentences, learners, in addition to mastering the structure and usage of conditional sentences, must also consciously exercises to apply a lot of conditional sentences, regularly learn different types of conditional sentences to enrich and diversify knowledge in order to meet the needs of the current exam level Know how to classify conditional sentence structures to find the fastest and easiest way to learn effectively Self-accumulate learning by discussing with teachers and friends about the structure, usage, function as well as the meaning of conditional sentences to be able to enrich the expressions as well as to ability to solve tests independently 2.4 The effectiveness of experiential initiative for educational activities, myself , collegues and the school 2.4.1 For educational activities The content in this experiential initiative is an important part of the knowledge of the final exam, which is meaningful in teaching and learning activities at school 2.4.2 For myself In the process of teaching, I myself take the grades 12A3, 12A4 , I have applied the experiential initiative From the beginning of the school year, I have guided myself to a specific plan and method to actively investigate the learning situation of students who are directly taught Through the time of applying the experiential initiative, I have noticed the improvement of students compared to the previous school year I applied the solutions in classes 12A3, 12A4 I have learned valuable experiences to teach students effectively Results before and after applying to teach English conditional sentences Conditional sentences Class / Total Grading Before applying After applying distintion Number percent 7.1% Number percent 11.9% credit 10 23.8% 16 52.27% 14 12A3 42 12 A4 45 pass 18 42.9% 14 38.2% Weak 11 26.2% 16.6% Poor 0% 0% distintion 15.6% 20% credit 15 21.8% 23 51.2% pass 16 43.9% 17.7% Weak 18.7% 11.1% poor 0% 0% 2.4.3 For collegues After applying some teaching methods , I learned some experiences and I also discussed with colleagues in the group Everyone also applies it and it brings significant results 2.4.4 For the school The experiences I have discussed with my colleagues, the entire students in school taught by teachers feel very understandable CONCLUSION AND SUGGESTIONS 3.1 Conclusion In the process of teaching English, I introduce students with the basic knowledge of the conditional sentences in English For different students in Nguyen Thi Loi high school, the requirements of knowledge are also different 15 For those who are weak, or only want to pass the semester exam or national high school exam, I only introduce the basical parts For the good students who take the entrance examination , I have introduced some additional special expessions instead of “if” in conditional sentences In the teaching process, I found that most students understand the basical knowledge and apply to multiple-choice exercises for national high school exam However, for the weak students, they still face some difficulties because this is a knowledge section closely related to other knowledge sections, especially tenses of verbs Therefore, when teaching this knowledge, I asked students to repeat their knowledge of tenses and other related knowledge With the initial results obtained in the past school years, I have written this experience with the desire to contribute to improving the quality of English teaching I hope to help English teachers having a way of seeing the problem of being active, new and more creative in their teaching careers My students' progressive learning results are the driving force, encouraging me to apply my own experience During the teaching process, I am constantly passionate about innovation research teaching methods to suit students, to match the general trend of education In the implementation process, how to evaluate, look at problems and solve problems, the mistakes that I have made are inevitable, the aspects need to be discussed further 3.2 Suggestions: Derived from the theoretical basis , practice and teaching purposes as well as the successes and limitations when implementing the topic to contribute to the teaching of English ,in general, teaching grammar in particular is better and better , I have the following practical recommendations: * For the administrators: - Create conditions for teachers to have professional group meetings, exchange knowledge very often - Grasp teachers to need honesty and direct remarks thoroughly after periods of class observation , especially in experimental lessons * For the higher leaders: - Need to create conditions for teachers to have opportunities to exchange, and learn experiences through seminars I look forward to receiving all the constructive comments that make this experiential initiative perfect and effective in teaching practice, contributing to further improving the quality of English teaching in high school level Sincerely References [1].Sổ tay người dạy Tiếng Anh,NXB Giáo dục [2].Ngữ pháp Tiếng Anh , Mai lan Hương , NXB Đà Nẵng 16 [3].Tổng ôn tập chuyên đề Tiếng Anh , Lưu Hồng Trí, NXB đại học quốc gia Hà Nội [4].Enter Grammar in use [5] Công phá Tiếng Anh , NXB đại học quốc gia Hà Nội [6].Some sources of materials on the internet - Source : 24h foreign languge - Source : anhngumshoa.com CONFIRMATION OF PRINCIPAL Trần Hữu Hải Thanh Hoa, May 10th, 2022 I assure that this is my experiential initiative,I not copy other people's contents Teacher Cao Thị Thủy 17 ... the topic ? ?Conditional Sentences with types of exercises and motivational ways of doing them? ?? 1.2.Aims of the study - Helping students master the form and use of types of conditional sentences. .. The title : CONDITIONAL SENTENCES WITH TYPES OF EXERCISES AND MOTIVATIONAL WAYS OF DOING THEM INTRODUCTION 1.1 Rationale According to the guidelines of the Ministry of Education and Training,... understand the problems relating to types of conditional sentences - Helping students types of exercises well 1.3 Objects of the study - Types of conditional sentences and the problems relating to them